Advancements in Educational and Information Technology: Bridging the Gap in Learning

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 30 November 2025 | Viewed by 1440

Special Issue Editors


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Guest Editor
Department of Information Technology, Music Academy “Studio Musica”, Via Andrea Gritti, 25, 31100, Treviso, Italy
Interests: correlation between music and mathematics with a particular emphasis on artificial intelligence research in the field of computer-aided analysis of tonal music; use of web technologies for teaching; enhancing teaching and learning with technology

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Guest Editor
School of Information Technology in Education, South China Normal University, Guangzhou 510631, China
Interests: learning behavior; computer science; cultural heritage; higher education; learning analytics, learning situations; online courses; online learning; problem-solving process; STEM education; students in class; traditional culture; ab values; academic performance; achievement motivation; active learning; activity theory; analysis of engagement; analytic hierarchy process; average rank; base learners; bayesian information criterion; beginning of the course; behavior properties; behavioral indicators
Special Issues, Collections and Topics in MDPI journals
Faculty of Education, Southwest University, No.2 Tiansheng Road, Chongqing 400715, China
Interests: AI-supported learning; virtual reality in education; smart learning environment

Special Issue Information

Dear Colleagues,

This Special Issue will address the growing need for integrating educational and information technology to enhance learning outcomes. It will discuss the importance of this research area in the context of the evolving educational landscape and the increasing reliance on technology in the learning process.

The aim and scope of this Special Issue are to provide a platform for researchers and practitioners to contribute innovative and cutting-edge research in the field of educational and information technology. It aims to explore the potential of technology in improving teaching and learning methods, as well as the challenges and opportunities in this area.

Suggested themes for this Special Issue include, but are not limited to, the following:

  1. Technology-enhanced learning environments;
  2. Innovative teaching and learning strategies using information technology;
  3. Educational games and simulations;
  4. e-Learning and online education platforms;
  5. Digital literacy and digital citizenship;
  6. Educational data mining and learning analytics.

Prof. Michelle Della Ventura
Prof. Dr. Zehui Zhan
Dr. Jining Han
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • e-learning
  • information technology
  • learning analytics
  • computer engineering

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Published Papers (1 paper)

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Research

31 pages, 1602 KiB  
Article
Development and TAM-Based Validation of a User Experience Scale for Actual System Use in Online Courses
by Mei Wang, Siva Shankar Ramasamy, Ahmad Yahya Dawod and Xi Yu
Educ. Sci. 2025, 15(7), 855; https://doi.org/10.3390/educsci15070855 - 3 Jul 2025
Viewed by 336
Abstract
This study aims to develop and validate a user experience scale to construct an Actual System Use model for online courses based on the Technology Acceptance Model, allowing for a comprehensive assessment of the multidimensional factors affecting Learning Outcomes and Actual System Use [...] Read more.
This study aims to develop and validate a user experience scale to construct an Actual System Use model for online courses based on the Technology Acceptance Model, allowing for a comprehensive assessment of the multidimensional factors affecting Learning Outcomes and Actual System Use in the context of online courses. The scale includes six core dimensions: Interactive Experience, Content Quality, Learning Outcomes, Teaching Quality, Technical Support, and Learning Motivation. Through a literature review, pre-survey, exploratory factor analysis, and confirmatory factor analysis, the reliability and validity of the developed scale were verified. A second-order complex Structural Equation Model was used to measure users’ Actual System Use with respect to online courses. The results demonstrate that the Interactive Experience and Learning Motivation dimensions play crucial roles in enhancing learners’ engagement and learning satisfaction, while Perceived Usefulness and Perceived Ease of Use significantly influence system usage behaviors. This study provides a systematic theoretical basis and empirical data for the design of online courses, offering valuable insights for optimizing course design and enhancing user experiences. Full article
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